• Journal of Convergence for Information Technology
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• v.7 no.4
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• pp.151-157
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• 2017

Recently, the expertise of workers in residential facilities for the disabled has been emphasized and the need for education has increased. Therefore, this study analyzed cognition of job importance and educational needs according to workers of the disabled residential. Data were collected from 162 workers of the residential facilities for the disabled in Gyeonggi and were analyzed using t-test and IPA analysis. As results of this study, case management practice (basic), case management practice (advanced), life support for disabled persons (basic), program development (basic), business planning and evaluation (basic), business planning and evaluation (advanced) were both job importance and education needs high. The results of this study can be used as a basic reference for the direction of the education system of the residents of the disabled.

• Journal of the Korea Institute of Military Science and Technology
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• v.21 no.2
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• pp.246-254
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• 2018

Psychological stress and physical fatigue, such as anxiety, fear, sleep disturbance, etc., caused by exposure to the war, can lead to post-traumatic stress syndrome(PTSD) or war syndrome. The military has also prepared for drug use to minimize war syndrome and preserve combat strength. However, efforts to prevent war syndrome are still lacking. This study was conducted to identify biomarkers that can track psychophysiological changes. Psychophysiological changes associated with PTSD can be divided into four main categories. The four categories are behavioral changes, changes in brain cognition, neuroimmunological changes, and changes in innate immunity. This study suggest that biomarker profile can be made by the distance moved and the anxiety-like behavior in the open field for behavior category, brain BDNF levels in the brain cognition category, serum corticosterone in the neuroimmunology category, and inflammatory cytokine levels in the innate immunity category.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.27-51
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• 2018

The purpose of this study was to analyze that mother's daily hassles, children's cognitive regulation and children's emotive regulation are prospectively related on children's school readiness and to investigated the mediating role of children's cognitive regulation and children's emotive regulation between mother's daily hassles and children's school readiness. Also in particular children's sex. This study used data from 273 preschooler and their mothers from kindergartens and child care centers located in Seoul and Gyeonggi-do. The data was processed by SPSS 24.0 and Mplus 6.0. Pearson's correlation, confirmatory factor analysis(CFA), structural equation modeling(SEM), multi group analysis were used to find out the relationships and mediating effect. The results of this study were as follows: First, mother's hassles had a direct effect on children's cognitive regulation and children's emotive regulation. However, mother's hassles didn't have a direct effect on physical health and motor development, cognition development and general knowledge, social-emotional development, and life habit and attitude. Second, children's cognitive regulation had a direct effect on physical health and motor development, cognition development and general knowledge. And children's emotive regulation had a direct effect on social-emotional development. Third, children's cognitive regulation fully mediated the relation between mother's hassles and physical health and motor development, cognition development and general knowledge of school readiness. Also, children's emotive regulation fully mediated the relation between mother's hassles and social-emotional development of school readiness. Forth, mother's hassles had a little effect on boy's cognitive regulation, but boy's cognitive regulation had effect on physical health and motor development of school readiness stronger than girls.

• Korean Journal of Child Studies
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• v.32 no.5
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• pp.151-165
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• 2011

The purpose of this study was to examine the relationship between the information literacy of preschoolers and their developmental trends. The subjects in this study were 122 preschoolers. After taking tests in information literacy and early childhood development, the collected data was analyzed. The findings of the study were as follows : First, there were gaps among the preschoolers in the level of early childhood development according to the relative levels of their information literacy. When a post-hoc analysis was carried out to investigate intergroup differences in detail, there were statistically significant gaps between the preschoolers with excellent information literacy and those with intermediate-or poor information literacy, and between the preschoolers with intermediate information literacy and those with poor information literacy. Second, the differences in terms of the levels of information literacy and the impact these differences made to their body, cognition, language, sociability and emotions which comprise the five subfactors of the early childhood development inventory were checked after the mutual influence of the five subfactors was controlled. As a result, statistically significant gaps were apparent in all the subfactors of early childhood development according to relative levels of information literacy. The preschoolers who had a better level of information literacy exhibited a statistically significantly better level of development in every subfactor.

• Journal of the Korean association of regional geographers
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• v.14 no.3
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• pp.269-278
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• 2008

This research analyzed the effect of lessons with the GIS application as an alternative scheme of teaching and learning of geography in elementary school. Two classes in the third grade at Y elementary school in Andong were selected to conduct lessons on 'The Landscape of My Hometown' from March 6 through June 30, 2006. In the experimental class, the lessons were conducted with the GIS application; while, in a comparative class, the lessons were carried with usual teaching and learning method. To find out the effect of lessons with the GIS application, differences of spatial cognition of students were figured out between groups, and before and after lessons. The difference between the spatial concept development stages and materials on the textbook discouraged students to pursue their learning as well as made them hard to achieve the goals of lessons. The GIS application had been suggested as an alternative teaching and learning method to overcome the difference; however, it has been hard to find any empirical research to verify the effect of the lessons with GIS application in elementary school. The ability of spatial cognition of the third graders at an elementary school was very low as the result of that curricula in the first and second grades dealt with sketch maps as teaching and learning media. The map learning of third grader on the transitional stage would play the critical role to develop the spatial cognition ability in the future. The field study contributing to developing spatial cognition ability would not be conducted at school. It was required to have the alternative learning schemes such as lessons with GIS application. The lessons with GIS application verified effect of GIS application as the alternative method. The GIS application helped students to recognize landmarks, directions and distance effectively as well as reduced the spatial cognition difference among individuals and/or groups.

• International Journal of Knowledge Content Development & Technology
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• v.5 no.2
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• pp.65-74
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• 2015

The paper lists problems in defining information and knowledge and also in differentiating between the two. It separately describes physical, economic and cognitive properties of information and knowledge. A long drawn comparative chart of the nature, characteristics and properties of knowledge and information is given. In addition it explains their relation with wisdom. The paper emphasizes that knowledge is only a human preserve. Also it finds common grounds and mutual dependence between information, knowledge and wisdom. The purpose is to clear confusion between knowledge and information, and find their relation with wisdom and tradition by placing these in value added and evolutionary chain: Signals--data-- Information--Knowledge--Wisdom--Tradition.

• Korean Journal of Child Studies
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• v.26 no.3
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• pp.29-42
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• 2005

In this study on the development of children's understanding of varieties of expertise, forty-seven 3-, 4- and 5-year old children were asked to differentiate expertise in the minds of adults, using twenty-four questions consisting of 3 levels of inferences, False belief tasks were also provided to discover correlations with knowledge of various pockets of expertise, Results revealed that 4- and 5-year olds made more correct attributions than 3-year olds. Children also inferred attributions properly on familiar experts, understanding of stereotypical roles, normal functioning, and underlying principles, in that order. Children's concepts of varieties of expertise were correlated with their understanding of false beliefs.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.219-234
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• 2010

This study examined the influence of mothers' reading and scaffolding behaviors on children's emotional experiences and memory recall during picture book reading. Sixty children, aged 6 and their mothers participated in this study. Each child-mother dyad was observed in a lab setting which was designed to evaluate child-mother interactions during a picture book reading. The data were analyzed using correlation and multiple regression techniques. Our results indicated that mothers' task-oriented reading behavior affected the children's lack of positive emotions, whereas mothers' fun-oriented reading behavior was associated with the children's positive emotions. The task-oriented reading behavior also accounted for children's poor memory performance in relation to the book. These results were discussed in terms of the relationship between emotion and cognition through book reading experiences.

• The Journal of Korean Physical Therapy
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• v.13 no.3
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• pp.751-760
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• 2001

Therapeutic exercise had developed with human being. It depend upon development of physiology, anatomy, kinesiology and biomechanics. There are two categories in therapeutic exorcise. One is classical therapeutic exercise which is a activity of one muscle group, one axis and one plane motion. It is ROM, FRE. osteokinematics, arthrokinematics. Another is neurophysiological approach which is multi muscle group, multi axis and plane exercise. It is PNF and Bobath that start from 1940 to early 1950. Classical therapeutic exorcise develop from ROM to osteokinematics and arthrokinematics. It is foundation of the joint mobilization and orthopaedic manual physical therapy. Neurophysiological therapeutic approaching has more theory and skills than before. Bobath methods had changed from reflex-inhibiting posture to key points of control and added the theory of musculoskeletal, biomechanics, motor behaviour and cognition. We call it motor control.

• The Mathematical Education
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• v.40 no.1
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• pp.15-25
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• 2001

The purpose of this thesis is to search the situation of an outbreak of the fallacy and methods of its treatment. We regard intuition as origins of genuine knowledge, but it sometimes raises the fallacy by intrinsic characters of itself. It makes an examination of the fallacy of the sense of sight like an optical illusion to instance that of sense. The sense of sight is an important factor in an intuitive cognition. However, its activity without thinking raises the fallacy of intuition in the process to observe and judge the things. I point out the fallacy of intuition which originates from terms and concepts in mathematical problems. The concept of mean velocity is representative. In this case, students make a mistake which means velocity can be solved by dividing the sum of v$_1$ and v$_2$ into two. The methods which overcome the fallacy of intuition are balance of intuition and logic, overcome of functional fixedness, the development of intuitive models and the development of metacognitive ability.